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Multisource feedback: An overview of its use and application as a formative assessment

Canadian medical education journal, 2022-08, Vol.13 (4), p.30-35

2022

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Future Research in Feedback: How to Use Feedback and Coaching Conversations in a Way That Supports Development of the Individual as a Self-Directed Learner and Resilient Professional

Academic medicine, 2019-11, Vol.94 (11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 58th Annual Research in Medical Education Sessions), p.S9-S10

Sargeant, Joan

2019

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Responsiveness of a simple tool for assessing change in behavioral intention after continuing professional development activities

PloS one, 2017-05, Vol.12 (5), p.e0176678-e0176678

2017

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Reflection: a link between receiving and using assessment feedback

Advances in health sciences education : theory and practice, 2009-08, Vol.14 (3), p.399-410

2009

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Exploring family physicians' reactions to multisource feedback: perceptions of credibility and usefulness

Medical education, 2005-05, Vol.39 (5), p.497-504

2005

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Using the Readiness for Clerkship and Residency Surveys to Evaluate the Effectiveness of Four MD Programs: A Cross-Institutional Generalizability Study

Academic medicine, 2017-11, Vol.92 (11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 56th Annual Research in Medical Education Sessions), p.S100-S109

2017

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Theories to aid understanding and implementation of interprofessional education

The Journal of continuing education in the health professions, 2009, Vol.29 (3), p.178-184

Sargeant, Joan

2009

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A wheelchair workshop for medical students improves knowledge and skills: a randomized controlled trial

American journal of physical medicine & rehabilitation, 2011-03, Vol.90 (3), p.197

2011

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Giving feedback in clinical settings

BMJ (British Medical Journal), 2008-11, Vol.337 (7681), p.a1961-1294

International edition, 2008

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Exploring the interpersonal-, organization-, and system-level factors that influence the implementation and use of an innovation-synoptic reporting-in cancer care

Implementation science : IS, 2012-03, Vol.7 (1), p.12-12, Article 12

2012

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Multisource feedback: an overview of its use and application as a formative assessment

Canadian medical education journal, 2022-03, Vol.13 (4)

2022

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CPD of the future: a partnership between quality improvement and competency‐based education

Medical education, 2018-01, Vol.52 (1), p.125-135

2018

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Medical education for rural areas: opportunities and challenges for information and communications technologies

Journal of postgraduate medicine (Bombay), 2005-10, Vol.51 (4), p.301-307

Sargeant, Joan M

2005

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Developing a theory-based instrument to assess the impact of continuing professional development activities on clinical practice: a study protocol

Implementation science : IS, 2011-03, Vol.6 (1), p.17-17, Article 17

2011

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How external performance standards inform self-assessment

Medical teacher, 2012-04, Vol.34 (4), p.267-268

Sargeant, Joan

2012

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Learning Conversations: An Analysis of the Theoretical Roots and Their Manifestations of Feedback and Debriefing in Medical Education

Academic medicine, 2020-07, Vol.95 (7), p.1020-1025

2020

Volltextzugriff (PDF)

How do surgeons decide to refer patients for adjuvant cancer treatment? Protocol for a qualitative study

Implementation science : IS, 2012-10, Vol.7 (1), p.102-102, Article 102

2012

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Reflecting upon multisource feedback as ‘assessment for learning’

Perspectives on medical education, 2015-04, Vol.4 (2), p.55-56

Sargeant, Joan

2015

Volltextzugriff (PDF)

Identifying coaching skills to improve feedback use in postgraduate medical education

Medical education, 2019-05, Vol.53 (5), p.477-493

2019

Volltextzugriff (PDF)

Development of a simple 12-item theory-based instrument to assess the impact of continuing professional development on clinical behavioral intentions

PloS one, 2014-03, Vol.9 (3), p.e91013-e91013

2014

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Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes

Advances in health sciences education : theory and practice, 2012-03, Vol.17 (1), p.15-26

2012

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Remediation in Canadian medical residency programs: Established and emerging best practices

Medical teacher, 2019-01, Vol.41 (1), p.28-35

2019

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The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use?

Academic medicine, 2018-07, Vol.93 (7), p.1055-1063

2018

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Effective interprofessional teams: "Contact is not enough" to build a team

The Journal of continuing education in the health professions, 2008, Vol.28 (4), p.228-234

2008

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Toward a common understanding of self-assessment

The Journal of continuing education in the health professions, 2008, Vol.28 (1), p.1-4

Sargeant, Joan

2008

Volltextzugriff (PDF)

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Multisource feedback: An overview of its use and application as a formative assessment

Future Research in Feedback: How to Use Feedback and Coaching Conversations in a Way That Supports Development of the Individual as a Self-Directed Learner and Resilient Professional

Responsiveness of a simple tool for assessing change in behavioral intention after continuing professional development activities

Reflection: a link between receiving and using assessment feedback

Exploring family physicians' reactions to multisource feedback: perceptions of credibility and usefulness

Using the Readiness for Clerkship and Residency Surveys to Evaluate the Effectiveness of Four MD Programs: A Cross-Institutional Generalizability Study

Theories to aid understanding and implementation of interprofessional education

A wheelchair workshop for medical students improves knowledge and skills: a randomized controlled trial

Giving feedback in clinical settings

Exploring the interpersonal-, organization-, and system-level factors that influence the implementation and use of an innovation-synoptic reporting-in cancer care

Multisource feedback: an overview of its use and application as a formative assessment

CPD of the future: a partnership between quality improvement and competency‐based education

Medical education for rural areas: opportunities and challenges for information and communications technologies

Developing a theory-based instrument to assess the impact of continuing professional development activities on clinical practice: a study protocol

How external performance standards inform self-assessment

Learning Conversations: An Analysis of the Theoretical Roots and Their Manifestations of Feedback and Debriefing in Medical Education

How do surgeons decide to refer patients for adjuvant cancer treatment? Protocol for a qualitative study

Reflecting upon multisource feedback as ‘assessment for learning’

Identifying coaching skills to improve feedback use in postgraduate medical education

Development of a simple 12-item theory-based instrument to assess the impact of continuing professional development on clinical behavioral intentions

Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes

Remediation in Canadian medical residency programs: Established and emerging best practices

The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use?

Effective interprofessional teams: "Contact is not enough" to build a team

Toward a common understanding of self-assessment

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